Annual Report 2018 · contents letter of transfer 6 catholic education c ouncil of the northern territo ry 7 catholic education o ffice, diocese of da rwin, northern terri tory 1

Annual Report 2018

Faith in their future

2

Contents

LETTER OF TRANSFER 6

CATHOLIC EDUCATION COUNCIL OF THE NORTHERN TERRITORY 7

CATHOLIC EDUCATION OFFICE, DIOCESE OF DARWIN, NORTHERN TERRITORY 15

OUR VISION 17

OUR MISSION 17

CATHOLIC IDENTITY 18

LEADERSHIP 28

TEACHING & LEARNING 35

COMMUNITY AND CULTURE 52 PASTORAL CARE AND WELLBEING 55 FINANCE, FACILITIES AND RESOURCES 57


3

ACRONYMS ACARA Australian Curriculum Assessment and Reporting Authority ACCS Aboriginal Catholic Community Schools AIEW Aboriginal and Islander Education Worker AIP Annual Improvement Plan AL Accelerated Literacy APRE Assistant Principal Religious Education ASC Assessment of Student Competencies ASD Autism Spectrum Disorder AST Advanced Skills Teachers ATSI Aboriginal and Torres Strait Islander ATAR Australian Tertiary Admission Rank BBI Broken Bay Institute BBS Building Better Schools BYOD Bring Your Own Device C&C Community and Culture CALT Catholic Aboriginal Leadership Team CDU Charles Darwin University CEC NT Catholic Education Council of the Northern Territory CENet Catholic Education Office Intranet CENT Catholic Education Northern Territory CEO Catholic Education Office CES Civica Education Suite CESA Catholic Education South Australia CMT Christian Ministry and Theology COL Community of Learners CSER Centre for Social Education Research DIP Data Informed Practice DoE Department of Education EAL/D English as an Additional Language or Dialect EAP Education Adjustment Plan EBA Enterprise Bargaining Agreement ECA Early Childhood Australia EEO Equal Employment Opportunity EFT Emotional Freedom Techniques ELC Early Learning Centre ER Employment Relations FFR Finance, Facilities & Resources


4

FFRE Faith Formation and Religious Education FMS Marist Brothers G&T Gifted and Talented GOO Growing Our Own HR Human Resources IAS Indigenous Advancement Strategy ICT Information & Communication Technology IFE Institute of Faith Education IR Industrial Relations ISA Inclusion Support Assistant ISS Inclusion Support Services KSAG Key Stakeholder Advisory Group LMS Learning Management System LOTE Language other than English MAI Maths Assessment Interview MJR Making Jesus Real MOOC Massive Open Online Courses MSC Missionaries of the Sacred Heart NAPLAN National Assessment Program – Literacy and Numeracy NCEC National Catholic Education Commission NCCD Nationally Consistent Collection of Data NQS National Quality Standards NT BGA Northern Territory Block Grant Authority NT DoE Northern Territory Department of Education NTCET Northern Territory Certificate of Education and Training NTRAI Northern Territory Remote Aboriginal Investment OSHC Out of School Hours Care P&A Projects and Agreements PAT Progressive Achievement Tests PCWB Pastoral Care and Well Being PD Professional Development PLP Personal Learning Plan PMC Prime Minister and Cabinet PMF Project Management Framework QECNT Quality Education and Care NT RAP Reconciliation Action Plan RSC Religious Sisters of Charity RSM Religious Sisters of Mercy RTO Registered Training Organisation


5

SACE South Australia Certificate of Education SAIS Student Assessment Information System SIP School Incentive Program SIRF School Improvement and Renewal Framework SNP School Nutrition Program STEM Science, Technology, Engineering and Mathematics SWPB School-Wide Positive Behaviour T&L Teaching & Learning TA Teaching Assistant TAE Training and Education TRB Teacher Registration Board VET Vocational Education and Training WHS Work Health and Safety


6

LETTER OF TRANSFER

The Most Rev Charles Gauci Bishop of Darwin GPO Box 476 Darwin NT 0801

Dear Bishop Charles

On behalf of the Catholic Education Council of the Northern Territory, we have great pleasure to present you with the Catholic Education Northern Territory Annual Report for the year 2018. This Annual Report marks the end of a journey undertaken through layered discussions at various levels in developing the Strategic Plan 2018-2022. The launch of this five-year plan creates a systemic approach for our eighteen school principals to lead their schools in creating a culture and practice of continuous improvement to bring about better learning outcomes and life opportunities for students. Each school is involved in implementing the Strategic Plan 2018-2022 through the School Improvement and Renewal Framework (SIRF). During 2018, the Gonski 2.0 School Funding Model was a focus of discussion with significant financial implications for Catholic schools in the Northern Territory. Following a series of intensive negotiations, the Federal Government announced changes to the funding model. While this has provided some relief, it will still require urgent and intense lobbying with Federal and Territory governments during 2019 to examine the complex issues that our schools face. Through the National Catholic Education Commission, we are currently pursuing negotiations towards more effective, practical and long term funding solutions.

This Annual Report reflects the accountability and governance responsibilities of the Catholic Education Council (NT) in the Key Areas of Catholic Identity; Teaching and Learning; Leadership; Pastoral Care and Wellbeing; Community and Culture; and Finance, Facilities and Resources.

We acknowledge and commend the commitment of all staff and leadership to nurture and empower children in our care to grow into independent and responsible young adults with confidence in their future.

David Reilly Greg O’Mullane Chair Director of Catholic Education Catholic Education Council of the Northern Territory Diocese of Darwin, 6 June 2019


7

CATHOLIC EDUCATION COUNCIL OF THE NORTHERN TERRITORY The Catholic Education Council of the NT (CEC NT), established by the Bishop of Darwin, is the key advisory and consultative body on all matters relating to education within the Diocese and reports to the Bishop. Members of the CEC NT assist the Bishop in the exercise of his ecclesiastical, educational and legal authority and responsibility for Catholic Education in accordance with the provisions of Canon Law (Canon 803 #1; 806 #2) and the Catholic Church in the Northern Territory Act 1979 (as amended). The objectives and functions of the Council are to serve the Church and the community by assisting in the over-sighting and promotion of Catholic education in the Northern Territory. This is done in conjunction with the Catholic Education Office hereinafter referred to as 'CEO' in accordance with the authority entrusted to the Council by the Bishop of Darwin. Services to Catholic education in the Diocese of Darwin are provided by the Catholic Education Office and guided by the Council. While both these bodies have their own specific role and function, they complement each other in striving to preserve and strengthen an effective Catholic Education System in the Diocese of Darwin. Relationships between the CEC NT and the CEO will be informed by a spirit of cooperation and openness, each body mindful of its proper role:

• To foster unity of purpose and to enhance the coordination on matters of common concern amongst all involved in Catholic education in the Northern Territory.

• To ensure all policies embody the Catholic ethos, building a community of faith and

encouraging learning for life.

• To recommend policy on matters relating to Catholic education to the Bishop.

• To recommend guidelines in order to assist in the overall religious education of

Catholics in the Diocese.


8

• To provide a link between Catholic education in the Northern Territory, the National Catholic Education Commission and other relevant ecclesiastic bodies at state, national and international level.

• To advise on dealings with Governments, public authorities and other funding

providers regarding the philosophy and the needs of Catholic education.

• To provide guidance and support for individuals and groups responsible for the

provision and management of Catholic education in the Northern Territory, including the CEO, principals, school leadership, parish priests and Advisory School Boards.

• In collaboration with relevant stakeholders to make recommendations regarding

any major alterations in the provision of Catholic education in the Diocese such as the extension, reorganization, establishment and closure of education facilities.

• To recommend the allocation of funds provided by the Northern Territory

Government, the Australian Government, and other funding providers.

• To oversee the budget and financial management of the Catholic Education Northern Territory.

Membership Council members from the Northern Territory are appointed by the Bishop. Members appointed represent the interests of students, parents, priests, religious, principals, teachers, Aboriginal communities and students with special needs in the Diocese. Members should be knowledgeable and have a commitment to Catholic education in the Northern Territory. Membership is representative and not constituency based, with an expectation to contribute knowledge and expertise to fully engage in dialogue and decision-making processes.


9

President The Most Rev Eugene Hurley, DD, Bishop of Darwin (term ended 27 June 2018 – officially retired 26 September 2018)

The Most Rev Charles Gauci, Bishop of Darwin (from 26 September 2018)

Executive Officers

Chairperson Mr David Reilly Deputy Chairperson Br Anthony Caddy FMS The Director of Catholic Education (Ex-Officio) Mr Greg O’Mullane

Ordinary Members representing following Deaneries

Vicar General or Chancellor Fr Malcolm Fyfe MSC Principals’ Representative Mr Denis Graham Priests Fr Leo Wearden, MSC Parents Mr Sean Parnell Mr Anthony Burton Mrs Lorraine King Mrs Loretta Hagan Aboriginal Representation Ms Stacey Parker Mrs Concepta Orsto Special Needs Representative Mrs Maria Pia Gagliardo Community Dr Nicole Johnson Mr Peter Caldwell Mr David Reilly Teacher Mr Cameron Hughes Ex-Officio Director of Catholic Education Mr Greg O’Mullane Deputy Director Teaching & Learning Mr Chris Pollard


10

Deputy Director School Services Mr Lindsay Luck Leader of Catholic Identity Ms Laura Avery Principals’ Consultant Ms Bernadette Morriss

The three Executive Officers met to monitor and advance the work of the Council on:

• 27 February 2018 • 29 May 2018 • 21 August 2018

13 November 2018

Council met once each term during 2018 at the following locations:

16 March

Mother Teresa Catholic Primary School, Zuccoli (included visit of school, new school wing and grounds)

6 June Catholic Education Office, Darwin 6 September

Day 1: Ltyentye Apurte Catholic School, Santa Teresa (included visit of school, church and community)

7 September

Day 2: Marian Centre, Our Lady of the Sacred Heart Catholic College, Alice Springs (included visit to Sadadeen Campus, Traeger Campus and Bath Street Campus, St Joseph’s Flexible Catholic Learning Centre (SJFCLC), Our Lady of the Sacred Heart Church, and visit to Bloomfield site, new premises of SJFCLC.

30 November Catholic Education Office, Darwin

Council Focus Discussions - 2018 Key focus discussions at Council meetings considered and furthered the progress of:

• Release of approved updated Constitution of the Catholic Education Council NT with updated Terms of Reference for Standing Committees

• Mother Teresa Catholic Primary School, Zuccoli – Building and Opening, work plan and design of shared facilities

• St Joseph’s Flexible Learning Centre, Alice Springs – new location, reconstitution of School Board, pedagogy and building connection to community

• Funding under the Australian Education Act 2013 from the Australian Government • NT Government non-government schools per capital funding • School shares of funding under the Australian Education Act 2013 • Special needs funding pool • Catholic Education Office Strategic Plan 2018-2022 - updated


11

• Eastern Arrernte Working Group - CEC Education Action Research for Eastern Arrernte Catholic Families in Central Australia, review of historical developments in education and community development in Central Australia

• Literacy Position Paper and Numeracy Position Paper as an Operational Policy • Data Informed Project position paper as an Operational Policy • Aboriginal Education Policy for CENT • Reconciliation Action Plan for CENT • Develop a policy on Indigenous Education for the Diocese • Indigenous Education Strategy for the next ten years. • Review of Mission and Vision statement • Catholic Professional Standard Ltd. • Royal Commission Learnings and “Child Safe Processes” • St John’s Catholic College – Boarding facilities

Council Standing Committees – 2018 Six permanent Standing Committees have been established to report to Council on the six Key Areas of the Strategic Plan of Catholic Education Northern Territory. Membership of the Standing Committees are determined by the Council, with at least one member of each sub-committee being a Council Member.

Catholic Identity Ms Laura Avery Leader of Catholic Identity Leadership Mr Greg O’Mullane Director of Catholic Education Teaching & Learning Mr Chris Pollard Deputy Director Teaching & Learning Finance, Resources & Facilities Mr Lindsay Luck Deputy Director School Services Community & Culture Br Daniel Hollamby Principals’ Consultant Support Officer Pastoral Care & Wellbeing Mrs Bernadette Morriss Principals’ Consultant

Catholic Identity Standing Committee The Catholic Identity Standing Committee is responsible for advising the Council on policy development, reporting on religious education and curriculum programmes to promote quality Catholic education in diocesan schools and religious education to Catholic students in government schools as per the Standing Committee's Terms of Reference.


12

Membership

Laura Avery Catholic Education Office (Leader) Catholic Identity Robyn Craig Catholic Education Office EO Religious Education Jo Martorella Mother Teresa Catholic Primary School Principals’ Representative Hannah Foody Holy Family Catholic Primary School Professional expertise Shannon Cattell St Francis of Assisi Catholic Primary School Professional expertise Clalia Marr Catholic Community Professional expertise Tony Cunningham Diocesan Office Professional expertise Sean Parnell Catholic School Parent Parent representative Meetings 2018 26 February 21 May 21 August 13 November

Leadership Standing Committee The Leadership Standing Committee is responsible in advising the Council on matters relating to leadership of schools, School Improvement and Renewal Framework, formation review, leadership appraisals, development of policies, processes and practices in nurturing of leaders as per the Standing Committee's Terms of Reference. Membership

Greg O’Mullane Catholic Education Office (Leader) Director of Catholic Education David Reilly Catholic Education Council NT Chair Shane Donohue Holy Family School Principals’ Representative Margie Talbot Mother Teresa School Professional expertise Paula Sellars Holy Spirit School Professional expertise Nicholas Jack O’Loughlin College Professional expertise

Meetings 2018 26 February 28 May 20 August 12 November


13

Teaching and Learning Standing Committee The Teaching & Learning Standing Committee is responsible for advising the Council on policy development and reporting on the implementation of policies based on principles of Catholic teaching and practice, to serve the educational ministry of the Diocese as per the Standing Committee Terms of Reference. Membership

Chris Pollard Catholic Education Office (Leader) Deputy Director T&L Liz Hockey Catholic Education Office Leader T&L Fran Enilane St Francis Xavier Catholic School Principals’ representative Rhett Bowden O’Loughlin Catholic College Principals’ representative Cherilyn Hughes St John’s Catholic College Professional expertise Roxy Claire MacKillop Catholic College Professional expertise Jason Tutty O’Loughlin Catholic College Professional expertise Rachael McDowall Sacred Heart Catholic School Professional expertise Loretta Hagan Catholic School Parent Parent representative

Meetings 2018 27 February 23 May 28 August 14 November

Finance, Resources & Facilities Standing Committee The Finance, Facilities & Resources Standing Committee is responsible in advising the Council on policy development and implementation of approved policies and making recommendations for approval on issues relating to finance and planning at school and system levels as per the Standing Committee's Terms of Reference. Membership

Lindsay Luck Catholic Education Office (Leader) Deputy Director School Services Peter Caldwell Catholic Education Council NT Member Cameron Hughes St John’s Catholic College Principals’ representative Todd Sparrow Darwin Diocesan Office Darwin Diocesan Development Fund Tom Pearse Catholic Education Office General Manager Finance Gary Pollock Catholic Education Office Manager Infrastructure Greg O’Mullane Catholic Education Office Director of Catholic Education

Meetings 2018 6 March 29 May 14 August 22 November


14

Community & Culture Standing Committee

The Community and Culture Standing Committee is responsible in investigating, providing advice, and making recommendations to the Council on matters regarding Community and Culture policies, processes and practices that contribute to the value and acknowledgement of cultural diversity within school communities, the development of key cultural relationships within schools and external organizations as per the Standing Committee's Terms of Reference. Membership

Br Daniel Hollamby Catholic Education Office (Leader) Principals’ Consultant Robyn Craig Catholic Education Office RE Team Selena Martin St Joseph’s Catholic College, Katherine Religious Education Coordinator Melanie Luck St John’s Catholic College Aboriginal Parent & Staff member Christie Jacobs Sacred Heart Catholic Primary School Aboriginal Parent & Staff member Elizabeth Rayner Our Lady of the Sacred Heart, Alice Teacher & Indigenous Coordinator Rhett Bowden O’Loughlin Catholic College Principal Dr Nicole Johnson Catholic Education Council NT Member

Meetings 2018 15 February 2 May 1 August 24 October

Pastoral Care & Wellbeing Standing Committee The Pastoral Care and Well Being Standing Committee is responsible in investigating, providing advice, and making recommendations to the Council on matters regarding Pastoral Care and Wellbeing including policies, processes and practices that contribute to curriculum, assessment and reporting in schools as per the Standing Committee's Terms of Reference.

Bernadette Morriss Catholic Education Office (Leader) Principals’ Consultant Anne-Maree Fewtrell Catholic Education Office Professional expertise Cheryl Edward Catholic Education Office Professional expertise Sunniva Antonucci St Joseph’s College Deputy Principal Geraldine Mulvahil Sacred Heart Catholic Primary School Primary Schools Vikas Pawar Catholic Care NT Catholic Care Anthony Hockey St Paul’s Catholic School Principals Steve Versteegh O’Loughlin Catholic College Secondary Schools Lorraine King Catholic Education Council NT Parent Christine Smith Catholic Education Office Professional expertise

Meetings 2018 30 May 29 August 21 November


15

CATHOLIC EDUCATION OFFICE, DIOCESE OF DARWIN, NORTHERN TERRITORY The Catholic Education Office (CEO) exists 'To share our journey in faith, as followers of Jesus Christ, through our service to each other, our schools, parishes and the wider community'. The CEO provides a range of services and support to enhance the quality of education available to students in the following Key Areas of the School Improvement and Renewal Framework (SIRF):

• Catholic Identity • Leadership • Teaching and Learning • Finance, Facilities and Resources • Community and Culture • Pastoral Care and Wellbeing.

The Catholic Education Office is responsible to the Bishop of Darwin for:

• policy advice, • disseminating information pertaining to approved educational, pastoral care and

administrative policies to schools, • fostering policy implementation and evaluating their effects in Catholic schools;

and • reporting to the Catholic Education Council of the Northern Territory (CEC NT).

The Catholic Education Office works closely in partnership with schools, parishes, school boards, teachers, parents and communities in promoting Catholic Education and assisting schools in fulfilling their educational and pastoral responsibilities.


16

Director of Catholic Education Bishop Eugene Hurley announced the appointment of Mr Greg O’Mullane as Director of Catholic Education on 15 November 2017. Mr O’Mullane was commissioned at the 2018 Orientation Eucharist celebration at St Mary’s Cathedral, Darwin. He officially commenced work as Director of Catholic Education in January 2018 and succeeds Mr Michael Avery, who held this position since January 2007. Mr Greg O’Mullane began his teaching career at St John’s Catholic College, Darwin in 1980 and has over the years held a range of senior educational leadership and principalship positions in Catholic schools in the Northern Territory and was appointed Deputy Director School Services at the Catholic Education Office in 1999. Mr O’Mullane possesses a wealth of knowledge and expertise in the leadership and management of Finance, Facilities and Resources and has extensively worked with Government sectors, remote communities and is experienced in Enterprise Bargaining and Human Resources in the management of Catholic schools in the Northern Territory.


17

OUR VISION We, the staff of Catholic Education Northern Territory,

share our journey in faith,

as followers of Jesus

through our service to each other,

our schools, parishes and the wider community.

OUR MISSION Faith: We share and grow by celebrating our faith in prayer and reflection, encouraging and caring for each other and all those we serve, acting with truth, integrity, respect, trust and compassion.

Service: We foster positive relationships with our school communities through our commitment to maintaining and enhancing quality teaching, learning and service.

Collaboration: We work collaboratively to ensure continuous growth in all our professional and personal dealings.

Diversity: We value and use our diverse gifts, talents and experiences to shape our future.

Generosity: We come together generous of heart and of time in a spirit of camaraderie, empathy and mutual support.


18

CATHOLIC IDENTITY

Religious Education Journey in Faith During 2018 the process of redesigning the Journey in Faith continued in partnership with Catholic Education South Australia (CESA). Schools explored in depth, the Wisdom strand. This is an integrated strand which focuses on ‘deep skills’ and wisdom that students develop as learners alongside their growth in knowledge and understanding that is mapped across the conceptual strands (currently Believing, Living, Celebrating). It emphasises the capabilities and dispositions that support students’ spiritual awareness and religious identity, their participation in the dialogue with the Catholic tradition and other religious world views, their seeking of truth and interpretation of ideas and experience, and their integration and transformation of learning that they apply with growing wisdom in their lives.


19

The Wisdom strand encourages students to:

• wonder, think and contemplate issues of mystery, meaning, spiritual awareness and religion;

• contemplate the connections between experience, the self and religious truth; • reflect and nurture their evolving personal religious identity; • freely respond to the inherent invitation to grow in faith; • explore and engage with Catholic faith and tradition; • listen attentively to and use dialogical skills with different religious world views; • develop respect for religious perspectives; • pose and explore questions about religious beliefs and practices; • exhibit curiosity and endeavour to seek truth; • interpret and make meaning of their societal experiences in light of the wisdom of

the Catholic tradition; • interpret experience with awareness of diverse perspectives; • use reason and intuition to make meaning; • appreciate the interconnectedness between God, people and creation; • identify and develop empathy with issues of concern and injustice; and • discern and respond in action and with ongoing reflection grow in integrity and

agency. New strands were trialled as a part of the re-design process, the first of which was “God, Us and Faith”. Aboriginal Catholic Community Schools (ACCS) Report The Aboriginal Catholic Community Schools focused on four areas during the year:

• Unit Review • Worlds of the Text • High Impact Instruction Strategies • Literature in the Religious Education Classroom.

The framework of “Worlds of the Text” was explored to understand the importance of unpacking scripture. High Impact Instruction Strategies for students were explored to ensure that all student activities include a learning component. Alongside these two areas, schools continued to build literature resources to support learning with relevant, cultural and contemporary stories. In focusing on the units of work themselves, close attention was paid to the following areas such as:

• need to keep current, • student growth,


20

• where improvement can be made for future teaching, • student engagement, and • differentiation.

Certificate III in Christian Ministry This Certificate has continued to provide students and schools with great success with 91 students achieving the full Certificate and a further 3 students receiving Statements of Attainment. A total of 204 students were enrolled in the course during 2018. The Certificate runs over two years and provides a vital part of students learning towards their NT Certificate of Education and Training (NTCET) as well as contributing towards an Australian Tertiary Admission Rank (ATAR). The four modules assist students to understand the relationship between Religion and Spirituality, further their skills in interpreting the Bible, explore ethics and Catholic Social Teaching, compare different religions and ask the big questions of faith and life. Each module has a practical project which invites the students to work together around an activity or issue. This encourages students to extend their critical thinking, communication and team work skills. Staff delivering and assessing the course were involved in Professional Development (PD) provided by Institute of Faith Education. The PD focused on how the course would change to the new Compass modules in 2019 as the Certificate is to be reaccredited. The course material was streamlined and the format changed to provide clearer instructions and outcomes to both teachers and students with opportunities to deepen students learning. To ensure trainer currency, staff were also involved in validation and moderation of students work. Staff from the Catholic Education Office travelled to Brisbane and spent two days validating and mapping Module 1 and Module 2 of the new course material, and discussed a variety of options for the international students enrolled at St John’s Catholic College.


21

Year of Youth - Making Jesus Real

Making Jesus Real (MJR) Retreat day on 16 March 2018 was organised at the Catholic Education Office, Darwin as part of the Year of Youth celebrations for Year 5 students led by Mr Jason Perry from Tasmania. Bishop Eugene Hurley celebrated Mass at St Mary’s Cathedral to welcome students, teachers and guests at the start of the day, bringing to their attention Pope Francis’s recently released advice:

“I wanted you to be at the centre of attention, because you are in my heart”. “Every young person has something to say to adults, something to say to priests, to sisters, to bishops and to the Pope. We all need to listen to you”.

Schools represented at this retreat were:

• Holy Family Catholic Primary School, Karama • Holy Spirit Catholic Primary School, Casuarina • Sacred Heart Catholic Primary School Palmerston • St Mary’s Catholic Primary School, Darwin


22

• St Paul’s Catholic Primary School, Nightcliff • St Francis of Assisi Catholic Primary School, Humpty Doo

Singing representatives from each school joined to form the MJR choir with their jubilant rendition of “Live Jesus in our hearts forever!”. Students were then assembled at St Mary’s Catholic Primary School to participate in the retreat. The students engaged with Mr Perry actively participating and enjoying the organised mixed group activities and simultaneously gaining an understanding in the assurance and practical realisation that Jesus is using them in their own individual way as instruments of kindness, compassion, gentleness, having a sense of humour and being aware and sensitive to the needs of others. The feedback from students, teachers and principals was that students had a wonderful day growing in the awareness of being God’s children, that they were invited to try to be like Jesus in the way they live their lives, being people of action and good will towards others, and contributing to a world where everyone has a just future. “Encounter” “Encounter” was a concert organised at Marrara Stadium inviting Year 6-10 students from Catholic Schools in the Northern Territory to celebrate the ‘Year of Youth’. Many students also travelled from as far as Wadeye (Port Keats), Wurrumiyanga (Tiwi Islands), Nauiyu (Daly River) and Katherine. These students were blessed with the special privilege of having Fr Rob Galea to present this concert who received a resounding welcome to the cheers of 1,350 students. The concert was electric and Fr Galea connected with students through his music to actively and exuberantly participate in singing along and dancing. This concert had at its core a message of faith. Fr Galea delivered a dynamic message that was relevant and touched the heart of students. The music and stories Fr Galea shared resonated with the youth as his music and rendering of his songs comes from the deep well of his emotional life, with a call to live the faith. Fr Galea’s passion is to draw others to the heart of God and believes that his music is an important instrument in helping people to understand their need for intimacy with their God.


23

“Get off the Couch” At World Youth Day in 2016, Pope Francis challenged young people to “Get off the Couch” and set out on new and unchartered paths. This theme was adopted for senior secondary students who gathered on 4 June 2018 to spend the day together in prayer, celebration of the Eucharist and small group workshops to further explore ways in which each student could set forth. Students left the day extremely positive expressing that they were provided an opportunity to explore their own spirituality and that their faith is as much an action as they make it.


24

Professional Development

Diocesan Leadership Conference The annual Diocesan Leadership Conference led by the Mr Michael Bezzina and Mrs Lana Turvey-Collins focussed on the Plenary Council – Towards 2020. Mrs Turvey-Collins, Plenary Council Facilitator introduced participants to the definition, purpose and functions of the Plenary Council. Mr Bezzina facilitated a session for all present participate in the process of responding to the questions of the Plenary Council and in particular, focussed on reflecting on the key question of ‘What do we think God is asking of us at this time’. Each Parish community developed a plan regarding ‘listening’ for the Plenary. This gathering developed the capacity of all leaders to facilitate the Plenary process and reiterated the need to hear and ‘listen’ to the voices of each person in this journey.


25

Point in Time Professional Learning During the course of the year the Religious Education Team delivered nine sessions (approximately one hour each session) on a variety of topics to Religious Education teachers and other staff interested in these areas. These sessions included Godly Play, the Gospel of Mark, professional learning on the Made in the Image of God program and Christian Meditation. Over 180 teachers attended the sessions. Based on feedback received and acknowledging the strength of the program from teachers, the program sessions have been further developed for 2019.


26

Post Graduate Studies in Theology/Religious Education Study Incentive Program (SIP) During the year, 53 applications were received for the Study Incentive Program which provided funding towards university tuition fees; of these 17 applications were withdrawn. Refunds were provided on provision of receipts to 36 claimants. The total expenditure of the Study Incentive Program was $88,215.12. This expenditure included claims for tuition fees, excluding travel and costs associated with providing face-to-face lectures in Darwin for three days each semester. The Broken Bay Institute (BBI) presented face-to-face lectures in Darwin in January and June. A refund of 80% was offered to students attending the Broken Bay Institute (BBI) face-to-face seminars in Darwin and to those enrolled in BBI courses that did not offer a


27

face-to-face option. If students elected to follow only the online sessions of a course face-to-face through BBI in Darwin, they received a 65% refund. The subset levels of studies being: Total expenditure:

University tuition fees: $73,912.89, and travel and accommodation fees: $14,031.55 Catholic Identity Day in Schools Catholic Identity days continued to be a strong part of forming people for mission in Catholic Education. During 2018 Catholic Identity days were hosted by individual schools. Most primary schools in Darwin worked together in small groups on the philosophy of “Making Jesus Real (MJR)”. St Mary’s Catholic Primary School, Darwin, and St Joseph’s Catholic College, Katherine, worked independently on their Catholic Identity days. Holy Family Catholic Primary School engaged Sr Elizabeth Dowling, RSM, to share the charism of the Sisters of Mercy with the staff. St John’s Catholic College, Darwin, examined its Catholic tradition and the Missionaries of the Sacred Heart (MSC) charism for its Catholic Identity Day. All other schools ran individual programs focussing primarily around Aboriginal Spirituality.

Course title No. of Students Funding Support (%) Master of Theology/RE 4 80% or 65% funding towards fees Master of Educational Leadership 11 75% funding towards fees Master of Education (Inclusive) 4 75% funding towards fees Graduate Certificate in Religious Studies

24 65%

Graduate Certificate Inclusion Education/Wellbeing

6 75% funding towards fees

General Education 4 50% funding towards fees Unspecified and subsequently withdrawn

17


28

LEADERSHIP The Leadership Standing Committee of the Catholic Education Council NT (CEC NT) commenced the year with a few vacancies that arose due to members retiring or moving interstate. The representative membership vacancies for this Standing Committee was:

• a CEC NT member • a Principal (Principals Association representative) • a Teacher (Teacher representative)

At the first meeting of the Standing Committee, existing members confirmed the following three goals under the Key Area of Leadership of the new Strategic Plan:

1. Build support mechanisms and foster a robust culture which provides opportunities to build professional capacity.

2. Support a professional growth and development culture which is nurturing of all. 3. Implement systemic, collaborative and informed decision-making processes in

school and system leadership for students, teachers, parents and priests.

The above goals will be the key drivers of the work the Standing Committee over the next five years. The ‘Terms of Reference’ of the Standing Committee were examined and confirmed. In line with the strategic goals, the Standing Committee focussed on ensuring that all staff were provided opportunities to access leadership programs and develop their skills. The professional development programs available to staff during 2018 included:

• Advanced Skills Teacher (AST) 1 and 2 • Graduate Diploma in Religious Education and Leadership through Broken Bay

Institute • Master of Education in Leadership, Theology and Religious Education, through ACU • ‘Highly Accomplished and Lead Teacher’ (HALT) classification through TRB • Qeli Middle Leaders Program • The Study Incentive Program and Professional Learning Program, each offered

funding to allow staff to attend suitable professional development programs.

Work also began with Bezzina Consulting with a focus on developing a Leadership Framework. The principals and CEO Executive participated in a two-day Professional


29

Development led by Mick Bezzina, who introduced the group to the Fullan Coherence Model.

The Standing Committee also considered available opportunities for Aboriginal staff in our urban and Aboriginal Catholic Community Schools (ACCS) to pursue further professional growth and development. The Growing Our Own (GOO) Program has proven to be very successful but currently has limited future intake. The Standing Committee therefore considered opportunities for suitable Inclusion Support Assistants (ISA) and Teacher Assistants (TA) keen on advancing their skills through Certificates 2, 3, or a Diploma, to enable them to successfully complete a study course to lead them in to the GOO Program.

The Standing Committee also explored additional opportunities for future development in: • Instructional Coaching • Executive Leadership Program through Brown Collective • Aboriginal staff professional development opportunities as a result for the work

force data mapping • Ongoing GOO Program opportunities for Aboriginal staff.

Projects and Agreements (P&A) Throughout 2018 the Projects and Agreements (P&A) Framework was reviewed and streamlined. New Project Plan templates and customised Project Status Report templates were developed, and a new reporting regime implemented. These changes were made to simplify processes, whilst maintaining appropriate rigour to ensure all projects are sufficiently considered, costed, evaluated, and aligned to CENT’s strategic plans and objectives as well as aligned to related funding agreement outcomes. The new Project Plan template has enhanced the project costing analysis to accurately capture full project costings and build cohesion into the P&A Framework to assist in mapping projects to broader strategic and management objectives, whilst still complying with funding objectives and reporting. Continued support was provided to various staff within the Catholic Education Office (CEO) and school leadership to assist in developing their understanding of what an agreement is, its obligations and in formulating a project plan based on requirements. The focus is around best practices in project management and contract management and the development of robust commercial arrangements.


30

These include:

• project planning and discernment; • alignment of project objectives with agreement objectives; • determination of project budgeting and timeline; • determination of project risks and analysis; • project management, financial analysis and reporting; • reviewing draft agreement terms, making recommendations, managing feedback

and negotiating agreements; • informing internal stakeholders of an executed agreement and outlining CENT

responsibilities; • storing of legal documents; • informing schools of grant application rounds; • assisting with completing application details around legal entity; and • assisting with any general enquiries.

Key Achievements 1. Development and rollout of streamlined Project Management processes with relevant

templates for Project Plan and customised Project Status Report Templates. These templates provide more robust financial costing analysis and contract compliance (as relevant) thus enabling more relevant capture of data and project mapping to contract outcomes.

2. Development and rollout of Contract Templates for use by CENT Office and schools to

efficiently and effectively document commercial arrangements, with appropriate standard terms and conditions, has mitigated and reduced risks to CENT. Standard templates are now available for a range of services and contracting arrangements such as:

(1) Contractor Services Agreement (2) CEO Consultancy Service Agreement (3) Construction Works (small project) Agreement (4) Schools Memorandum of Understanding

P&A continued to strengthen relationships developed with the departments of the Australian Government and Territory Government that provide various types of funding to CENT. P&A liaise with these departments to advise on activity, participate in dialogue on


31

funding issues, nuances and deficiencies in funding models, and manage compliance and reporting requirements. During 2018, thirteen projects were undertaken within CENT and eighty agreements were registered with P&A on the Contracts Register. The agreements registered include funding agreements with various government departments and commercial arrangements with private sector providers and suppliers to the Catholic Education Office.

Project Listing 2018

Project Name Asset Management Systemic Better Outcomes ACCS Civica Education Suite Systemic Creating Real Jobs ACCS Data Informed Practices Systemic Growing Our Own ACCS Indigenous Workforce Development Systemic Instructional Coaching Pilot Systemic Little Children’s Learning Place OLSHCC AS Pastoral Care & Wellbeing Systemic Reading Recovery OLSHTCC School Nutrition Program ACCS Supporting Indigenous Pre School Education (SIPE) ACCS

Better Outcomes Project The Better Outcomes Project is a continuation of some of the initiatives undertaken by the Australian Government as part of their ongoing commitment to the Stronger Futures National Partnership and is funded through the Northern Territory Remote Aboriginal Investment Non-Government Schools Agreement (NTRAI). This project aims to implement the following intended outcomes:

• improved education outcomes for remote Aboriginal and Torres Strait Islander (ATSI) students;

• target improvement in literacy and numeracy outcomes and supporting students identified with learning and diverse support needs; and

• equip students for making the transition from school to work or further study.


32

The project supports the following schools:

• St Joseph’s Catholic College, Katherine • Ltyentye Apurte Catholic School, Santa Teresa • St Francis Xavier Catholic School; Nauiyu • Our Lady of the Sacred Heart Thamarrurr Catholic College, Wadeye • Murrupurtiyanuwu Catholic Primary School, Wurrumiyanga • Xavier Catholic College Wurrumiyanga.

Under this project the above schools are provided funding to appoint additional specialist teachers to support experienced teachers in implementing a range of strategies to achieve expected outcomes of the project. Additionally, the CENT system has appointed a number of specialist Teaching and Learning (T&L) Education Officers from the CEO to schools to specifically address quality teaching initiatives through providing focussed teaching support for Literacy and Numeracy; English as an Additional Language or Dialect (EAL/D); hearing and other learning difficulties; and facilitate strategies and pathways for post school options for students. CENT has also put in place strategies to support and improve outcomes in student Literacy and Numeracy. These include running Aboriginal Catholic Community Schools (ACCS) Curriculum Coordinators Network Meetings each term to build their capacity to then work with their staff in their school context. The objective of this project is to increase the number of Aboriginal students achieving age benchmarks in Literacy and Numeracy in Years 3, 5, 7 and 9. Benchmarks used for these students are the annual national assessment under the National Assessment Program – Literacy and Numeracy (NAPLAN) tests in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy. Other measures may include (school dependent) records such as:

• Literacy: PM Benchmark, Running Records, PAT-R and/or C, Running Records, PROBE, Fountas and Pinnell

• Numeracy: MAI and PAT-M

CENT utilised their own purpose built software program (INSPIRE) to ensure that each student identified with learning and diverse support needs has a Personalised Learning Plan (PLP) or an Education Adjustment Plan (EAP). Each step of the process in developing a PLP or an EAP occurs in INSPIRE that is accessible to CENT Inclusion Support staff and the school staff for their particular student/s.


33

Various professional learning opportunities are delivered regularly at the CEO for teachers and CENT Education Officers to be informed of updated teaching practice using strategies and activities that engage and develop students to improve student outcomes. Through consultation with schools and various Registered Training Organisations (RTOs), CENT aims to increase the provision of Vocational Education Training (VET) offerings to improve successful rates of completion in each participating school. Education Officers with training, assessor credentials and experience, deliver Certificates in Construction and Health at the five remote schools, with lessons adapted to the context of each school, thus improving engagement of the older students in ACCS. Participating Schools also continue to support students by offering Cert III Christian Ministry & Theology which provides valuable credits towards NTCET.

School Nutrition Program The School Nutrition Program (SNP) is funded through the Australian Government to support the operational costs of preparation and provision of meals to students at the following Aboriginal Community Catholic Schools (ACCS):

• Ltyentye Apurte Catholic School, Santa Teresa • Murrupurtiyanuwu Catholic Primary School, Wurrumiyanga (Bathurst Island) • Our Lady of the Sacred Heart Thamarrurr Catholic College, Wadeye (Port Keats) • St Francis Xavier Catholic School, Nauiyu (Daly River) • Xavier Catholic College, Wurrumiyanga (Bathurst Island)

The objectives of the SNP are to improve educational outcomes for students through the provision of nutritious meals which is resulting in healthier students enabling them to display increased attentiveness during class. Another objective is to provide employment opportunities to local community members. Through this program local Aboriginal staff are employed in the kitchen to assist in the preparation of meals. These staff are mentored and trained in safe food handling and food preparation. These staff have an important role in being positive role models for students providing them with guidance on healthy eating practices. The program also provides an opportunity for community members and parents of students to make voluntary monetary contributions towards the costs of food.


34

Meals All pre-school, primary and secondary students of the above schools are provided nutritious meals each day they attend school. Schools prepare Breakfast, Morning Tea and Lunch each school day. Schools employ a School Nutrition Program (SNP) Co-ordinator responsible for menu planning and meal selection in accordance with the Northern Territory Government’s Department of Education School Nutrition and Healthy Eating Policy and Guidelines and the Australian Government’s School Nutrition Program Operational Framework. Employment The SNP Co-ordinators are experienced chefs or experienced cooks who mentor and provide training to members of Aboriginal communities who assist in the kitchen at each school. Fourteen staff are employed in the program, of which ten are Aboriginal members in the above school communities. The School Principal and SNP Coordinators are responsible for the program who continuously liaise with various stakeholders within the community, including community elders, community Department of Health Nutritionists and wholesale food suppliers to plan meals and source fresh nutritional produce to ensure there is a selection of nutritious meals offered. During the year the SNP delivered a combined total of 294,066 meals to students attending the participating schools as follows: School Breakfasts Morning

Teas Lunch Total

Ltyentye Apurte Catholic School, Santa Teresa 4,672 13,321 14,190 32,183 Murrupurtiyanuwu Catholic Primary School, Wurrumiyanga

6,994 23,383 25,750 56,127

Our Lady of the Sacred Heart Thamarrurr Catholic College, Wadeye

55,659 57,587 58,790 172,036

St Francis Xavier Catholic School, Nauiyu 4,967 5,503 4,873 15,343 Xavier Catholic College, Wurrumiyanga 3,906 7,225 7,246 18,377 Total 294,066


35

TEACHING AND LEARNING Pedagogical Support for Schools The vision of the Catholic Education Office (CEO) Teaching and Learning (T&L) team is to serve and support Catholic communities, in partnership with schools, in their commitment to the formation of the whole person. This vision is enacted and enabled through the work of T&L team members in their support of teachers and networks across the system, primarily through the provision of professional development, mentoring and coaching. Service Agreements between each school and the CEO T&L team were negotiated and aligned with the goals of each school’s annual School Improvement Plan (SIP). The Service Agreements provides focus to the work of the team as well as specifically supporting the needs of each school. During the year the team focussed on:

• An extension to the Data Informed Practice (DIP) projects • Urban and remote DIP site visit exchanges • Approval of GradeXpert to become the Student Assessment Information System

(SAIS)/Info Central replacement • Rollout of Instructional Coaching in three pilot schools and approval to further the

project in 2019 • Work with the Australian Curriculum Assessment and Reporting Authority (ACARA)

on the Literacy and Numeracy Progressions and the General Capabilities • Work with AITSL to build the leadership capacity of curriculum leaders in schools • Reinstatement of the role of Leader of Teaching and Learning part way through the

year in order to guide and focus the work of the team • Review of key position papers including Data Informed Practice, Literacy and

Numeracy to ensure clarity and alignment to current and future practice in supporting schools.


36

Professional Learning opportunities were provided in:

• Differentiation with Dr John Munro • Oral Language with Dr John Munro • Open Ended Maths with Peter Sullivan • Marzano: The Art and Science of teaching with Dr Janelle Wills • SAIS and Info Central • Progressive Achievement Test (PAT) testing: An introduction and basic analysis • PAT analysis – Deeper learning • FROG introduction, including creating sites • Running records and Guided Reading • Marie Clay Observation Survey

A presentation was made to the Catholic Education Council of the Northern Territory (CEC NT) in November 2018 that demonstrated an upward trend since 2016 using the National Assessment Program – Literacy and Numeracy (NAPLAN) longitudinal data. This pleasing result in part is attributable to the DIP Project, quality pedagogical professional learning for schools, a strong focus on high expectations for all students and maximising growth in learning. Education Officers have continued to provide high level, strategic support to schools to help them achieve the goals within their Annual Improvement Plans (AIP) as ‘critical friends’.

CENT Longitudinal NAPLAN data 2013-2018

0

100

200

300

400

500

600

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

Year 3 Year 5 Year 7 Year 9

NAPLAN Reading 2013 - 2018

Urban mean ICCS mean Aust mean NT mean System mean


37

0

100

200

300

400

500

600

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018


NAPLAN Writing 2013 - 2018

Urban mean ICCS mean Aust mean System mean NT mean

0

100

200

300

400

500

600

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018


NAPLAN Numeracy 2013 - 2018

Urban mean ICCS mean Aust mean NT mean System mean

0

100

200

300

400

500

600

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018


NAPLAN Spelling 2013 - 2018



38

Instructional Coaching Instructional Coaching is best defined as a partnership approach to improving instruction by working with teachers to help them to incorporate research based instructional practices. It is generally a one on one practice which enables the teacher to specifically review instruction and work towards meeting mutually identified goals. Three CENT schools were selected during 2018 to participate in a pilot project to implement Instructional Coaching with a view to determining whether the methodologies and pedagogy around best practice for teaching could be implemented in all schools. A review of gathered responses from key stakeholders involved at all levels of the project focussed on the results of the pilot considering both its successes and challenges against its stated aims. The pilot had a positive impact upon teacher practice and student outcomes within the three CENT schools involved in the pilot. Participants indicated that they had greater awareness of the reality of what occured within their classrooms. This information helped define goals to be implemented to improve student outcomes. Positive reports were received from those interviewed of real successes with students. These successes were primarily because teachers now had the researched strategies to inform their practice based on the analysis of the current reality of their classroom practice.

0100200300400500600

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018

2013

2014

2015

2016

2017

2018


NAPLAN Grammar & Punctuation 2013 - 2018



39

The Instructional Coaching Pilot achieved encouraging results and affirmation from school leaders and teachers about what was achieved. The change in pedagogical practice that occurred because of Instructional Coaching is not yet part of the dominant ongoing pedagogy of most teachers in CENT schools. To enable the change in pedagogical practice to become deeply embedded, coaching was offered to approximately one third of CENT schools for 2019 via expressions of interest. School and system leaders are mindful that researched based teaching and learning strategies and data informed pedagogical practice need to be a part of all classroom practice.

Inclusion Support Services Inclusion Support Services (ISS) team continued to identify and support students with inclusion needs across all CENT schools. The team consisted of CEO based Inclusion Advisors, a Speech Pathologist, Occupational Therapist, two School Psychologists and Team Leader, as well as school-based Inclusion Support Coordinators, Inclusion Teachers and Inclusion Support Assistants. Inclusion Support effectiveness was reflected in maintaining a cohort of identified students with inclusion needs, funding and subsequent resources in all schools to meet the needs of these students. The ISS team embedded the INSPIRE software program as an integral part of ISS processes that provides data for the Australian Government National Consistent Collection of Data (NCCD) Project used by all relevant staff in schools. This compulsory NCCD Project collected data on all levels of adjustment to programs for students with identified needs. The final stage of the INSPIRE software program was completed and is now Inclusion Support Service’s only pathway for schools to commence the development of individual adjustment plans for students with inclusion needs, and facilitates sending a request for service to the Catholic Education Office, applying for funding online, and supporting schools with the National Data Collection and Students with Disability Census requirements. ISS continued to broaden the information on the FROG platform for Inclusion to provide teachers and parents access to current specialised information in the areas of psychology, occupational therapy, speech pathology and remediation. Innovative Inclusion related projects were implemented by multiple schools, including sensory rooms and Sound Field Systems, with the first of the Sound Field Systems in schools rolled out in 2018 to support students with hearing and other related learning difficulties.


40

Other key priorities for the ISS team included:

• continued roll out of Disability Discrimination Act (1992) & Disability Standards for Education (2005) to new schools through a Canberra University online course;

• continued professional learning and support to schools, including two forums for school Inclusion Coordinators;

• introducing a Forum for Inclusion Support Assistants to professionally develop their skill sets to support students with special needs;

• funding allocation for Inclusion Support Assistants of 1 hour additional remuneration for every 10 hours worked to allow for better planning and professional learning with Inclusion Coordinators;

• identification and training of teachers and tutors for Online Training (OLT) courses which includes Autism Spectrum Disorder (ASD), behaviour, dyslexia, “Speech, Language, and Communication Needs” and other learning difficulties;

• updating and collating the Student with Inclusion Needs, Inclusion Support Services Guide;

• successful negotiation to obtain permission to use South Australia Education Health Support Plans in the CENT schools;

• supporting schools with Transition from School planning for Students with Special Needs;

• provide PD for Inclusion Support Coordinators, Inclusion Support Teachers and NTCE/Curriculum Coordinators in collaboration with the Education Officer - Secondary Curriculum on Modified SACE/NTCET options for eligible students,

• training in Autism Diagnostic Observation Schedule - second edition (ADOS-2) for two school psychologists of the ISS Team, including purchase of an ADOS-2 kit;

• purchase and implementation of Remote Onscreen Administration (ROSA) and On Screen Administration (OSA) of psychological, social, emotional and adaptive behaviour assessments to maximise administration and scoring opportunities, in addition to immediate feedback with use of OSA administration; and

• connection with NT Department of Education teams (for example School Psychologists, Hearing, and ASD) to share knowledge, referral process, and diagnostic formulation to support cross-sector consistency.


41

Information and Communication Technology for Learning The Australian Curriculum requires implementation and reporting of the Digital Technologies as a learning area (previously entitled Information and Communication Technology (ICT)), and ICT general capability, across all schools and all subjects. Within the Teaching and Learning team this capability was supported by two Education Officers who worked with school staff and leadership to improve digital literacy among teachers and to plan for future requirements. Several schools mandated their staff to complete the Centre for Social Education Research (CSER) Digital Technologies Massively Open Online Courses (MOOC), to ensure that all staff were trained in the new curriculum requirements and possessed the capability to successfully work within the current scope and sequence. Access to the new robotics lending library was provided to schools on completion of the courses. Sacred Heart Catholic Primary School, St Francis of Assisi Catholic Primary School and Murrupurtiywanuwu Catholic Primary School began a 3-year ACARA Digital Technologies Project which will culminate in a final report at the end of 2020. During the year several schools continued to develop their own Bring Your Own Device (BYOD) policies and implementation plans. The use of smartboards and newer large touch screens was supported by modelling practice and staff professional learning sessions. Support was provided to schools through modelling practice and joint planning that focussed on pedagogy in the appropriate use of iPads from Transition to Year 6 across all learning areas. Leadership at schools was given guidance and support on strategic ICT planning aligned to their School Improvement and Renewal Framework (SIRF) and Annual Implementation Plan (AIP) documents. Continued guidance and support were provided during the year in the use of social media in schools, both for student learning and as a channel of communication with parents and the wider-community. Cyber safety, both in relation to social media and beyond was reinforced to schools and support was provided in sourcing of resources and upskilling of staff and general school communities. The FrogLearn Learning Management System (LMS) contract for all schools ended in Term 4. It became a central communications hub for teaching staff in those schools that decided to retain its use into 2019. The CEO platform was populated with a wide range of resources by the Teaching and Learning team, including ISS. Access for school staff, via a guest account continued to increase with thousands of logins during 2018.


42

Several schools trialled the use of FrogProgress – a curriculum planning and assessment tool aligned to the Australian Curriculum. Schools which were the heaviest users focussed primarily on the digitisation of staff notices, rosters, calendars and documentation. Whole staff professional learning sessions were conducted at many schools with follow up support customised to suit individual school requirements and preferences, based on Strategic ICT plans for roll-out of the FrogLearn LMS. CEO staff were provided an opportunity through a program to learn new skills and increase their use of ICTs for research, collaboration, record keeping and general communication. Work with the AIEWs, Early Years Network, Inclusion Support Coordinators and Catholic Aboriginal Leadership Team (CALT) forums followed a similar brief to the program provided to CEO staff.

Science, Technology, Engineering and Mathematics (STEM) STEM/Technologies classes were introduced during 2018 at Ltyentye Apurte Catholic School, Santa Teresa, St Joseph’s Catholic College, Katherine and Murrupurtiyanuwu Catholic Primary School, Wurrumiyanga. STEM electives continued in several secondary schools for Years 9 and 10. Staff and faculties were offered support and professional development to build their skills specific to the individual needs of the school. Support was provided to schools as they continued to embed the Australian Curriculum: Technologies. Schools audited their curriculum to identify where targeted professional development and assistance could be provided to build the capacity of leadership, teachers and assistant teachers. Several schools were involved in STEM challenges over the course of 2018. Some of these included:

• the participation of five schools in the 3rd RoboCup Junior Northern Territory Titles; • sending two schools’ teams to participate in the First LEGO League Northern

Territory Regionals; and • St Francis of Assisi Catholic Primary School winning the Programming Award at

their first LEGO League competition.


43

The Catholic Education Office Robotics kits have continued to be a well-used resource. In-class support and modelling has been provided to teachers new to the robots that has resulted in an increased number of teachers borrowing the kits to continue projects with their classes.

Vocational Education and Training (VET) The Australian Government promoted the awareness and exposure of Vocational Education and Training (VET) through a national strategy ‘Real Skills for Real Careers’ during the year. The Career Industry Council of Australia endorsed this strategy and promoted it through social media, digital and printed publications, videos, and through conferences and career expos. VET students enjoyed a rewarding year with the following students from the Catholic sector nominated for the NT Training Awards and Automotive Apprentice of the Year Awards.

• Michael Heenan from St John’s Catholic College, Darwin received two nominations at the TIO Automotive Apprentice of the Year Awards for: o Automotive VET student of the Year o Aboriginal Automotive Apprentice\Trainee of the Year

• Tullalah Ormsby from MacKillop Catholic College, Palmerston was nominated and won the School-based Apprentice of the Year at the NT Training Awards. Tullalah also attended the Australian Training Awards in Sydney.

Approximately 55 various VET courses were made available to students in ten secondary CENT schools with over 720 enrolments during the year. The variety of courses catered for an increase in industry demand for skilled workers. New courses created clear pathways for students in industry areas such as Maritime, Police, Fire and Emergency Services, Health and Education. The Year 9 skill sets are very popular and provide students an introduction in employability skills as well as specific vocations. VET is proving to be a valuable pathway for secondary students and has contributed to students achieving their NTCET and in some cases contributing towards their ATAR. The number of students undertaking School Based Apprenticeships and Traineeships has increased in schools. The CEO employed a trainer during the year to deliver Certificate II Construction Pathways to students in Wadeye, Nauiyu, Wurrumiyanga and Santa Teresa. This training has had a


44

positive effect in student engagement and increased awareness of the value of vocational learning resulting in students working and completing a range of small to large projects, for example, from making a wooden stool to designing and creating a school memorial garden.

Careers

The Careers Network Group met once during Semester I. This meeting was advanced to be held two days prior to the scheduled date due to cyclone Marcus forecasted to cross Darwin. The Semester II meeting focused on creating a Career Co-ordinators Handbook. It was decided that a book for parents and students would be extremely valuable to provide information and links to policies. A guest speaker from Parks, Wildlife and Heritage was invited to talk about pathways to employment. The group looked at some virtual reality sites and programs that would enable students to understand the various careers that could be pursued. Career Coordinators updated their school’s career planning and embedded a program that provides information and advice on vocational opportunities for their students. During the year The Australian Government worked on creating a student focussed National Career Education Strategy, “Ready for a World yet to be Imagined”. It is apparent that social, economic and technological change is reshaping the work of education that requires rethinking of the skills young people will need to build a successful career. The strategy has a strong focus on building partnerships with communities and employers, ensuring students have transferable skills and have a planned program of vocational learning including career pathways in place in all secondary schools. The Career Industry Council of Australia released a draft paper outlining Professional Standards for Career Practitioners with core and specialised competencies outlined. This is to be finalised in 2019 after feedback from the state and territory professional associations.


45

Senior Years Catholic Education Northern Territory supported a significant number of Year 12 students to complete their NTCET in 2018 with 181 students gaining their senior secondary school qualification. Xavier Catholic College, Wurrumiyanga had three students successfully completing their NTCET, of whom Paulinus Tipungwuti is to be congratulated on his achievement as being the first ever male NTCET graduate from the island. Amongst students who received their Australian Tertiary Admission Rank (ATAR) one student scored a rank above 90. Approximately two thirds of the students achieved an ATAR above 60, allowing entry into a wide range of University and TAFE courses across Australia. The Northern Territory Board of Studies (NTBOS) Awards Night in February 2019 acknowledged the outstanding achievements of the following 2018 graduates:

Connor Schiller O’Loughlin Catholic College Darwin

Certificate of Merit for Workplace Practices

Kaylyn O’Dwyer Our Lady of the Sacred Heart Catholic College Alice Springs

Certificate of Merit for Integrated Learning

Jessica Aryanto St John’s Catholic College Darwin

NTBOS Languages Award

Matthew Woods O’Loughlin Catholic College Darwin

GTNT 2018 Most Outstanding School Based Apprentice Award

Sophie Gaynor Our Lady of the Sacred Heart Catholic College Alice Springs

Australian Council for Health, Physical Education and Recreation (NT) Physical Education Award

Grace Tuiono O’Loughlin Catholic College Darwin

NTBOS Year 12 Vocational Education and Training Award

Imogen Bowden O’Loughlin Catholic College Darwin

Top Twenty NTCET Student

Many students in Aboriginal Catholic Community Schools (ACCS) also achieved to a high standard in 2018, with schools being well established and engaged with successful programs aligned with the Employment Pathways Curriculum Framework. The aim of this curriculum is in preparing students to access employment, training or further education beyond primary school.


46

In addition to the Employment Pathways classes at Our Lady of the Sacred Heart Thamarrurr Catholic College, Wadeye, many students continued to pursue and successfully complete Stage 1 NTCET subjects in partnership with the Northern Territory School of Distance Education during 2018. The College anticipates that the first Year 12 students of this initiative should graduate at the end of 2020. St Joseph’s Catholic Flexible Learning Centre in Alice Springs moved to their new premises in Bloomfield Street towards the end of 2018 and continue to support their Young People in either working towards their NTCET, transitioning to the workplace or assisting with their adjustment back to school.

English as an Additional Language or Dialect Consistent support was provided throughout the year to all English as an Additional Language or Dialect (EAL/D) students in urban schools and ACCS. Education Officers for EAL/D Primary and Secondary ensured that the EAL/D messages were consistent and current across both primary and secondary schools. All primary schools were introduced to EAL/D monitoring, assessing and reporting processes and practices ensuring consistency with the endorsed NT Board of Studies - Curriculum, Pedagogy, Assessment and Reporting Framework. All the urban schools and ACCS were introduced to the pedagogical practices that are aligned to recommended practices and procedures.

Growing Our Own – Pre-Service Teacher Education The Growing Our Own (GOO) Project is a pre-service teacher education program for staff in ACCS in the following communities:

• Ltyentye Apurte Catholic School, Santa Teresa • Murrupurtiyanuwu Catholic Primary School, Wurrumiyanga • Our Lady of the Sacred Heart Thamarrurr Catholic College, Wadeye • St Francis Xavier Catholic School, Naiuyu • Xavier Catholic College, Wurrumiyanga


47

The aim of the GOO Project is to develop a quality Aboriginal teacher workforce in Catholic schools by offering a pre-service teacher education program for Aboriginal staff, in partnership with Charles Darwin University. A key factor in the project is the capacity to offer the delivery of a Bachelor of Teaching and Learning degree to Aboriginal staff on site using flexible modes of delivery best suited to local context. The key objectives are to:

• offer a quality pre-service Bachelor of Teaching and Learning degree in each community in a culturally appropriate manner, in order to improve capacity of the Aboriginal educational workforce;

• increase the number of ACCS based qualified Aboriginal teachers; • ensure students complete the course requirements, including progressive exit

points such as Diploma of Education Studies or completed Bachelor qualification, either in education Studies or Primary Teaching and

• support graduate teachers to transition from assistant teachers to fully qualified teachers.

Eleven students continued their studies with Charles Darwin University (CDU) during the year.

The highlights of the GOO Program were:

• GOO students attended several weeklong intensive blocks at CDU in Darwin during the year. CDU lecturers and CENT staff delivered modules during these intensive blocks with enhanced support structures in place.

• The above proved very relevant and beneficial to students and as a result: o Marcus Williams completed his pre-requisites to become a TRB

registered teacher and has taken up a full-time teaching role at Ltyentye Apurte Catholic School, Santa Teresa.

o Melanie Mullins of St Francis Xavier Catholic School, Nauiyu is on schedule to complete her studies with CDU in Term 4 2019.

• The program continues to receive recognition and critical acclaim from the territory and interstate government organisations citing the program as a model to be considered across a range of exemplary practice.

CEO has reviewed the progress of the GOO Program as it comes to the end of a funding cycle at the conclusion of 2018. A contract for 2019-2020 has been signed with CDU which will enable most, if not all students complete their studies and graduate with either a Diploma, available in 2020 or a Bachelor degree in Primary Education or Education Studies.


48

Advanced Skills Teacher status for 2019 Congratulations to the following teachers who received Advanced Skills Teacher Level 1 recognition effective the first day of the 2019 school year:

Teacher Name School

Lyndell Williams Holy Spirit Catholic Primary School

Fiona Coughlan Holy Spirit Catholic Primary School

Geraldine Ballesteros Sacred Heart Catholic Primary School

Sally Seden St Paul’s Catholic Primary School

Robyn Wright O’Loughlin Catholic College

Janine Hayward Our Lady of the Sacred Heart Catholic College

Colleen Marzohl Our Lady of the Sacred Heart Catholic College

Leah Carmichael Our Lady of the Sacred Heart Catholic College

Jon Raveney Our Lady of the Sacred Heart Catholic College

Congratulations to the following teachers who received Advanced Skills Teacher Level 2 recognition effective first day of the 2019 school year:

Teacher Name School

Denise Simon Our Lady of the Sacred Heart Catholic College

Evelyn Gaces Our Lady of the Sacred Heart Catholic College


49

Early Years and School Age Education and Care The main focus for the year was on the development of leaders in ‘Early Years and School Age Education and Care’ settings. The strategic focus being to build the capacity of leaders in roles of management and operation of services in schools. The ‘Developing Early Years Leaders Program’ was designed specifically for leaders and managers to nurture staff in leadership and management skills and to actively support quality practices. Facilitator and program designer, Ms Ann Sexton conducted a successful two-day workshop and based on positive feedback, a follow up day was organised that contributed to the professional learning and personal growth of the leaders attending. Learning environments are changing within services and to inspire and engage children in the learning process, two pre-school teachers shared their programs with the wider network and continued to provide professional development to participants by discussing programs and critically reflecting on practices. These activities have contributed to improved practices and enhanced the professional learning community amongst the network. The Outside School Hours Care (OSHC) Coordinators benefited in visiting other services, sharing programming and developing their programs. Improving quality practices and delivery of service. The Assessment of Student Competencies continuously informs programming. This ongoing information is collected and analysed at the end of each semester to identify gaps in student learning in both ACCS and urban school settings. Staff discussions included activity opportunities to help achieve skill development and competencies utilising resources provided. Data on assessments and competencies discussed at network meetings form the basis of understanding and designing programs to improve child skill development. Quality Education and Care NT (QECNT) conducts annual inspections to monitor all services provided, except for ACCS and one service, namely Working Towards National Quality Standards. The inspections monitored compliance of maintenance and cleaning issues. Meetings with the Department of Education (DoE) and Quality Education and Care (QECNT) focussed on working together to implement quality practices in services and to keep abreast of workshops offered by DoE to attend. A few schools were invited to participate in the DoE Age Appropriate Pedagogy Project. Age Appropriate Pedagogy in the early years of schooling is learner centred, involving the scaffolding of learning and engaging children actively in learning that bridges the gap between settings (similar to pedagogy


50

for Early Learning Centres and Preschools). Mother Teresa Catholic Primary School and Sacred Heart Catholic Primary School joined the program in Semester II, 2018. St Paul’s Catholic Primary School and Holy Family Catholic Primary School intend joining the program in 2019. The Early Childhood Education and Care Awards Committee meets monthly to discuss issues relating to the awards criteria, judging panels and progresses with implementation of improvements recommended by Key Stakeholder Advisory Group (KSAG). This Committee facilitates the development of relationships with other key organisations such as DoE, Early Childhood Australia, Child Australis and Industry Skills Australia. Membership with KSAG provides participation in advocating for early education and care space in the Northern Territory. The Early Learning Centre at St Mary’s Catholic Primary School, Darwin was awarded the 2018 STEM Award for the Northern Territory. Mrs Fiona Matchett, preschool teacher was awarded this honour for her inquiry-based program and the children developing their own water wall completely inspired from STEM activities. Mrs Matchett was also awarded Outstanding Educator at the NT Education and Care Awards this year. New National Quality Standards (NQS) and National Law and National Regulations were put in place in February 2018. All services were supplied with the new Guide to the NQS and Law and Regulations to put into practice. Staff were visited on a regular basis to encourage the use of these new documents and to educate staff on the changes required to improve practices. Assessment and Rating visits during the year reveal that many of the services offer quality care in meeting National Quality Standards. The table below indicates each service’s current rating to date: Service Maximum

number of students

Rating as per Assessment and Rating

Date

Holy Family ELC 45 Meeting 11/12/2018 Holy Family ASC 60 Working Towards 18/05/2018 Holy Spirit COL 45 Meeting 14/12/2016 Holy Spirit OSHC 100 Meeting 15/11/2017 Sacred Heart ELC 44 Meeting 25/01/2017 Sacred Heart OSHC 120 Meeting 17/02/2017 St Mary’s COL 45 Meeting 02/05/2017 St Mary’s OSHC 75 Meeting 02/08/2017 St Paul’s ELC 33 Meeting 20/08/2018


51

St Paul’s OSHC 75 Meeting 10/08/2017 St Francis of Assisi ELC 44 Working Towards 23/04/2015 St Francis of Assisi ASC 50 Meeting 05/09/2017 St Joseph’s ELC 44 Meeting 16/11/2016 St Joseph’s ASC 30 Meeting 27/07/2018 Ltyentye Apurte Preschool

53 Working Towards 11/12/2015

Murrupurtiyanuwu Preschool

38 Meeting 16/05/2016

OLSH Thamarrurr Preschool

84 Working Towards 12/02/2015

Mother Teresa’s ELC 55 Meeting 09/01/2019 Mother Teresa’s OSHC 48 Meeting 09/01/2019 St Francis Xavier Preschool

18 Not assessed Not assessed

Network meetings have been well supported over the year with a growth in developing a professional learning community and culture in the education and care system. The meetings have provided opportunities to upskill staff in leadership and management as well as developing skills in pedagogy, quality practices and in participating in STEM workshops. Staff have also embraced local workshop opportunities conducted by ECA, Child Australia and DoE.


52

COMMUNITY AND CULTURE

Focus for 2018 The Community and Culture Standing Committee of the Catholic Education Council NT (CEC NT) commenced 2018 with its focus on Aboriginal and Islander education and issues. The Community and Culture Annual Implementation Plan reflects this focus in the finalised Goals and Strategies for the Community and Culture section of the Catholic Education Office Strategic Plan 2018–2022.

Orientation Program During the Orientation Program at the start of the year, a small group of Aboriginal Islander Education Workers (AIEWs) and members of the Catholic Aboriginal Leadership Team (CALT) led a Cultural Education Program for all new staff at Aboriginal Catholic Community Schools (ACCS). This successful program was an initiative of Mrs Robyn Collard and under her excellent guidance was well received by all participants of the program. This Cultural Education Program will continue to be part of Orientation Program in future years. The CALT also lead prayers that includes Aboriginal and Islander traditions and rituals throughout the two days of Orientation Program.

Aboriginal and Islander Education Policy The Aboriginal and Islander Education Policy was developed during the year. Members of the AIEW Network and CALT were included in the consultation process. This policy provides direction and scaffolding for schools to ensure that Australian Curriculum with cross curriculum priority of Aboriginal & Torres Strait Islander Histories and Cultures is being implemented in teaching and learning for all students. The policy was approved by the CEC NT at the October 2018 meeting held at Ltyentye Apurte Catholic School in Santa Teresa. Cultural Education Programs for all new staff each year and the development of Reconciliation Action Plans for each school forms part of the Policy.


53

Reconciliation Action Plans During the year, the standing committee with support of the CEO Leadership, decided to begin the process of developing a Reconciliation Action Plan (RAP) for the CEO. A RAP Working Group was established and began the process by registering with Reconciliation Australia. The first draft of the RAP was submitted to Reconciliation Australia for their feedback in December 2018. Two representatives from Reconciliation Australia visited in August and provided information sessions at the CEO for staff and for schools. They also went through the process in detail with the AIEWs and CALT, who will be key members of the school RAP Working Groups when they are established. All schools were asked to include the development of a RAP in their 2019 AIP. Our Lady of the Sacred Heart Catholic College, Alice Springs and MacKillop Catholic College, Johnston submitted their RAPs.

Change in Language There has been a gradual change across the country in the language around Aboriginal and Islander peoples. All states and territories in the Commonwealth are now using Aboriginal or Aboriginal and Islander rather than Indigenous. All states and territories have a Ministry of Aboriginal Affairs except Queensland which has a Ministry of Aboriginal and Torres Strait Islander Partnerships. The Federal Government continues to use the term Indigenous. While not everyone, including some Aboriginal and Islander people, see the need for this change, the consensus seems to be that this change is a positive move. The term Indigenous has only been used in relatively recent times and is an International term used to describe people who are native to an area as well as fauna and flora native to the area. The word Aboriginal is a stronger word, meaning original inhabitant. It was used in Australia as early as 1789 by Europeans to describe the original inhabitants of Australia. Many Aboriginal people feel that it identifies them in a more personal way (more so than Indigenous) and does not imply they are ‘one mob’. They prefer the word Aboriginal because it is fundamentally an adjective and so acknowledges that there are various groups of Aboriginal peoples in Australia.


54

More and more Aboriginal and Islander people refer to themselves, for example, as ‘a proud Larrakia man’ or an Eastern Arrernte woman’. When introducing themselves some will refer to their mother’s country or father’s country to emphasise their identity. The same is true for the Islander people, who while the original inhabitants prefer to identify themselves as Islanders rather than Aboriginals. The term Aboriginal and Islander people recognises the two distinct groups, whereas the term Indigenous does not. The Community and Culture Standing Committee discussed this issue throughout the year and consulted with various groups and layers of people, including the CALT and the AIEWs before making a recommendation to the CEC NT that this change of language be embraced. This change should be seen as reaffirming respect for Aboriginal and Islander peoples and their unique cultures and as honouring their special place as the original inhabitants of Australia and more especially, within the Diocese. In CEO documents and communications, the word Indigenous will be replaced with Aboriginal and Islander. The IEW network will now be the AIEW network. ICCS will now become ACCS, CILT will now become CALT (pronounced salt).


55

PASTORAL CARE AND WELLBEING During 2018 the Pastoral Care and Wellbeing (PCWB) Standing Committee of the Catholic Education Council (NT) focussed their work on addressing the goals of the PCWB section of the Strategic Plan: Towards 2018-2020. The leadership formation of Wellbeing Leaders in schools continued throughout the year and provided professional learning around priorities established by schools. A large body of work for 2018 included:

• Review of the Pastoral Care and Wellbeing Policy. • Hosting Dr Shannon Hodges, Ph.D.; LMHC, ACS, a professor at Niagara University.

The University’s Catholic and Vincentian mission is social justice and service to the poor and disenfranchised. Faculty, staff, and students of the University are encouraged to offer local, regional and international service. Professor Hodges chose to commit one month to work in the Northern Territory as he believes that providing training and consultation is a small, concrete way of giving back what he has learnt. Professor Hodges worked with schools and the network group through a range of professional learning presentations designed to meet specific contexts. Professor Hodges was also able to provide training on Trauma Informed Practices.

• Developing understandings of two significant national initiatives, namely, the

National Safe School Framework and Beyond Blue’s school service delivery of Be You. Building understandings of these initiatives and their interface with the work in schools was critical along with continuing to build our partnership with headspace who are the delivery agents for Be You in the Northern Territory.

• Action Research Projects: Mind Up, Emotional Freedom Techniques and Mindfulness Ongoing professional learning for CENT staff, in partnership with Catholic Care NT, headspace, Professor Hodges, and Resiliency (offered by Springfox) is essential to enable staff to provide necessary school support.

The PCWB Standing Committee continues to be strengthened with an increase in membership of professionals from disciplines of teaching, psychology, law, counselling and sociology.


56

CENT is supportive of future research in Pastoral Care and Wellbeing. A focus in 2019 will be to engage leaders from schools in action research projects that focus on priorities within school communities. Two formal research activities will include up to five schools across the Territory. These projects will include two programs: ‘Mind Up’ and ‘Using Emotional Freedom Techniques’ (EFT) for reducing anxiety and increasing wellbeing in primary school students. A further research project proposal in the areas of Principal Wellbeing and best practice models of Whole School Wellbeing is in the development stage for implementation into the next strategic planning cycle. All documents related to the area of Pastoral Care and Wellbeing are available at https://www.ceont.catholic.edu.au .

https://www.ceont.catholic.edu.au/

https://www.ceont.catholic.edu.au/


57

FINANCE FACILITIES AND RESOURCES

Schools Services Employee Relations Employee Relations operating from the Catholic Education Office (CEO) provides strategic consultancy and advisory services to senior management, school principals and all employees in Catholic Education Northern Territory (CENT). During the year, Employee Relations offered professional advice and undertook to deliver beneficial outcomes in matters relating to industrial and employee relations, and successfully concluded negotiations in the finalisation of the Catholic School (Northern Territory) Collective Enterprise Agreement 2018-2021. Employee Relations focussed on developing and updating CENT policies to provide clarity of CENT's philosophy, goals, policies and procedures in the context of regulations and legislations in addressing employee related matters and resolving issues in the workplace. Employee Relations also undertook the mammoth task of standardising and streamlining recruitment, selection and employment policies and procedures, position descriptions for all classification of employees within the context of the approved Catholic School (Northern Territory) Collective Enterprise Agreement 2018–2021.

Finance Financial operations The Catholic Education Office (CEO) Finance Team manages the financial operations for the CEO, the NT Block Grant Authority and the five Aboriginal Catholic Community Schools. CEO finances are split between the system provider grant operations, the operation of a long service leave fund, and the office operations. Payroll operations The CEO Finance Team also undertakes the processing of the payrolls for the CEO and each of the five Aboriginal Catholic Community Schools.


58

During 2018 an average payroll period involved paying 430 individuals across the supported entities. Additionally, approximately 80 casual cultural workers were employed when required and paid on an ad hoc basis. Payroll administering during the year involved:

• adding 107 new employees to the payroll system; • processing pay increases based on the Catholic School (Northern Territory)

Collective Enterprise Agreement 2018-2021 (applied at three different times during the year depending on the entity or employment class);

• processing 35 increment increases for employees based on their individual service history;

• processing employee leave and unauthorised absences; • processing 203 employee terminations (including resignations, retirement,

etc.); and • preparing 621 payment summaries for current employees and former

employees.

School finance and payroll support

The Finance Team through the Manager Accounting Services and the Schools Accountant supports the finance and payroll areas of work of all school finance officers and business managers. During the year school-based and office-based finance staff were offered training, information, workshop sessions and an opportunity to share feedback through three day network meetings and a two day budget workshop. Annual financial statements and audited acquittals During the first half of 2018 annual financial statements for each of the sixteen schools (excluding St Joseph’s Flexible Catholic Learning Centre and Mother Teresa Catholic Primary School), the Catholic Education Office and the NT Block Grant Authority were prepared and presented for audit. Funding policy analysis During 2018 the changed Australian Government Funding Model for non-government schools (referred to in the media as “Gonski 2.0”) was implemented. This resulted in


59

moderate increases in per student funding levels as CENT schools transition to receive the full Australian Government level of funding, based on measured need, in 2023. During the year the CEO contributed additional information on CENT schools to provide clarity on the measures of need through submissions to methodology reviews and trials of new data collections required in support of the negotiations with the Australian Government. TechnologyOne system implementation The TechnologyOne system was implemented in four urban schools and preparation was finalised for implementation in a fifth school in January 2019. During most of Term 1 2018 intensive work was required to ensure that the integration between the billing module of the Civica Education Suite and TechnologyOne met the needs of schools. Future activities Current preparations are being finalised to roll out and implement TechnologyOne system to the remaining urban schools in 2019. Information Technology Civica Education Suite (CES) The Civica Education Suite (School Information System) was rolled out to all CENT ACCS and urban primary Schools. The roll out to secondary schools is scheduled to be completed in 2019. Focus areas in the roll out are identity management, jurisdiction billing and introduction of the new timetable module. The most recent schools to adopt CES are Holy Spirit Catholic Primary School, St Mary’s Catholic Primary School and St Joseph’s Catholic College. GradeXpert GradeXpert is a specialised tool for schools to track student achievement data and the CEO facilitated the hosting, connectivity and provision of supporting student data for all CENT schools in its use.


60

Schools are at different stages of adoption of GradeXpert, with many schools taking on additional GradeXpert features, of which the most notable is Academic Reporting. Technical Roadmap CENT commenced planning discussions with Catholic Education Network (CENet) on a technical roadmap for the CEO and schools. Focus areas of the roadmap are Identity Management, Access Management and Enterprise Interoperability. Focus Activities in 2019

• Continue to plan, develop and roll out Civica Education Suite school information system.

• Provide project management and support services to CEO Finance rolling out the TechnologyOne finance system.

• Continue to further develop CENet, through improvement of current features, addition of new features, improvement in response to client feedback and promotion of its use.

• Continue to review CEO IT internal systems and processes and focus on efficiency and quality service.

• Consolidate services offered by CEO IT and promote their use through increased communication with schools and training support.

Infrastructure Operations Following the mid-January 2018 floods, the Infrastructure Team endeavoured to complete the challenging project of re-building St Francis Xavier Catholic School, Nauiyu in Daly River to complete the works for the school to commence its operations in February. March 2018 was also very challenging with cyclone Marcus striking Darwin, with destructive winds damaging many CENT school properties that also suffered tree damage and power outages. The Infrastructure Team coordinated the recovery and clean-up operations of all school properties and school grounds for a number of weeks in the Darwin area.


61

Projects The Infrastructure Team undertook and successfully completed major projects at various locations during the year, namely:

• Mother Teresa Catholic Primary School Mother Teresa Catholic Primary School Stage 1 was completed in December 2017. The fit out and furnishings were completed in January 2018 in time for the commencement of the school year. The school opened with classes from Transition to Year 2 and the specially designed first purpose built Early Learning Centre in CENT. Stage 2 was completed in June 2018 with the grand opening and Mass in September 2018. The successful completion of this project is acknowledged as a commendable achievement for CENT.

• Holy Family Catholic Primary School

o The design for the upgrade of Holy Family’s Early Learning Centre commenced in May 2018. The works were scheduled to commence in December 2018 and be completed in early 2019

o Rossi Architects were engaged to develop the master plan for the school’s infrastructure to meet its pedagogical needs into the future; these are expected to be completed by early 2019.

• Holy Spirit Catholic Primary School

An upgrade of the school canteen was completed at the end of the school year with assistance from the Northern Territory Government Building Better Schools funding.

• Our Lady of the Sacred Heart Thamarrurr Catholic College, Wadeye o Under Stronger Futures, the construction of two 3x2 bedroom unit blocks

were completed mid-February 2018 for staff housing. o Other works included the construction of a new car park and associated

works, a new multi-purpose pavilion including storage space and new toilets for the Senior College.

Solar Program The Solar Program was rolled out to sixteen CENT schools with completion of the final installation in September 2018.


62

Asset Management System The design and implementation of the Asset Management System (AMS) continued during the year. A dedicated officer will work on the AMS during 2019 with the roll out to ACCS scheduled for the end of 2019. Focus for 2019

• Master planning for facilities and maintenance needs of schools and colleges. • Roll out of the AMS to all ACCS by end 2019.

Marketing Catholic Education Northern Territory (CENT) Rebranding Extensive consultations during the year with the Director of Catholic Education and Deputy Director of School Services and Media Officer led to the redesigning of CENT branding, The refreshed branding was simplified to offer a contemporary new look to complement the current culture and emphasise the core business ‘Catholic Education’ in the Northern Territory’ . 2018/2019 CENT Advertising Campaign The following media advertising was carried out during 2018:

• New CENT system generic Primary and Secondary TV Commercials on Darwin 7 channels.

• Radio advertising on Territory FM 104.1 • Printed newspaper advertising for CENT placements in the NT News, Sun, and

The Centralian. • Social media advertising on Facebook profile and NT News website.

Catholic Education in the Top End newspaper feature A special 12-page feature was released in the Sunday Territorian to celebrate Catholic Education Week in the NT. The feature included information on all CENT schools highlighting school achievements and events at in Darwin, Palmerston, Humpty Doo, Katherine, Alice Springs and in remote Aboriginal Catholic Community Schools.


63

Recruitment website ‘Teach NT’ The Teach NT website was developed and launched during the year solely to provide information and promote and publicise teaching in all urban Catholic schools and Aboriginal Catholic Schools across the Northern Territory. Other works commenced during 2018

• Redevelopment of the CENT public website and set-up of social media profiles • CENT advertising campaigns to promote the system and brand awareness • CENT recruitment campaigns and advertising templates • CENT rebranding office templates and advertising campaign materials • Improvements on Search Engine Optimisation (SEO)

Work Health and Safety The following summary is a brief evaluation and snapshot of the continuous improvement approach taken during 2018 towards providing safer workplaces for employees, students and the school communities in Catholic Education in the Northern Territory (CENT). During 2018 the Catholic Diocese of Darwin and Catholic Education NT (CENT):

• appointed a new Manager WHS in May 2018; • completed a review of the WHS Management System (WHSMS) and developed a

new WHSMS Plan that outlines the approach CENT will take in managing WHS into the future;

• reviewed existing policies and procedures that led to revision and updating policies or creation of new policies to reflect either workplace changes and current WHS legislation requirements, thus ensuring that all policy documents are current and up to date;

• provided opportunities for new ideas to emerge, through consultation and the cooperation of all WHS Coordinators of school and all Diocesan entities, that has led to processes being put in place to streamline incident and hazard reporting, promote and encourage safer work practices, share information and resources to improve uniformity and make WHS easier for all staff to understand and take action; and

• gained an insight and understanding into WHS trends in the Diocese through quarterly performance reporting.


64

An external WHS Auditor was engaged for 2018-2019 to conduct, evaluate and report on the WHS performance of colleges, schools and agencies in the Diocese. The WHS Auditor results reveals that WHS compliance (averaging 85%) was achieved in 2018. All staff in the Diocese of Darwin are encouraged to take a proactive approach to maintaining and improving these results.

Northern Territory Block Grant Authority (NT BGA) Applications Approved for 2018

2018 General Schedule Approved for Catholic Schools

School Grant ($) Project Description

Holy Spirit Catholic Primary School, Wanguri 68,442 Renovation of single-entry library room to

create space for multi-purpose use.

O’Loughlin Catholic College, Karama 149,000

1. Construction of walkway with cover from carpark ~ pickup terminal ~ admin area; extension of Entry structure.

2. Repairs to damaged asphalt area of car park.

3. Upgrade of existing wireless service.

MacKillop Catholic College, Palmerston 63,050

1. Provision of additional services for workshop/training area (transferred to new location).

2. Construction of two tutorial rooms in Library.

Sacred Heart Catholic College, Palmerston 51,387 Install electronic key system to replace

manual locks.

Our Lady of the Sacred Heart Catholic College, Alice Springs 78,000 Renovate Years 7 & 8 female and male

toilets, and campus disabled toilet.


65

SCHOOL STATISTIC

School Enrolments 2018

School Enrolments 2018 Primary Secondary Total

St Mary’s Catholic Primary School, Darwin 194 194

St Paul’s Catholic Primary School, Nightcliff 205 205

Holy Spirit Catholic Primary School, Casuarina 227 227

Holy Family Catholic Primary School Karama 231 231

Sacred Heart Catholic Primary School, Palmerston 283 283

Mother Teresa Catholic Primary School, Zuccoli 44 44

St Francis of Assisi Catholic Primary School, Humpty Doo 109 109

St Joseph’s Catholic College, Katherine 99 107 206

Our Lady of the Sacred Heart Catholic College, Alice Springs 329 360 689

Xavier Catholic College, Wurrumiyanga 90 90

Murrupurtiyanuwu Catholic Primary School, Wurrumiyanga 174 174

St Francis Xavier Catholic School, Nauiyu, 40 18 58

Ltyentye Apurte Catholic School, Santa Teresa

81 36 117

Our Lady of the Sacred Heart Thamarrurr Catholic College, Wadeye

384 203 587

MacKillop Catholic College, Palmerston 668 668


66

O’Loughlin Catholic College, Karama 558 558

St John’s Catholic College, Darwin 205 205

St Joseph’s College Flexible Learning Centre, Alice Springs

104 104

Total 2400 2349 4749


67

Enrolment Trends 2008 - 2018

Primary Secondary Year Boys Girls Total Boys Girls Total

2008 1369 1354 2723 1047 1037 2084

2009 1382 1439 2821 981 938 1919

2010 1371 1418 2789 1003 952 1955

2011 1369 1373 2742 935 884 1819

2012 1430 1383 2813 911 904 1815

2013 1442 1385 2827 993 1004 1997

2014 1467 1391 2858 1091 1105 2196

2015 1449 1323 2772 1193 1167 2360

2016 1462 1289 2751 1232 1198 2430

2017 1376 1184 2560 1159 1240 2399

2018 1186 1214 2400 1213 1136 2349

Enrolment Type 2017 – 2018

2017 2018

Boys Girls Total Boys Girls Total

Urban

Primary 1015 824 1839 857 864 1721

Secondary 954 1048 2002 1044 958 2002

Total 1969 1872 3841 1901 1822 3723

ICCS

Primary 361 360 721 329 350 679

Secondary 205 192 397 169 178 347

Total 566 552 1118 498 528 1026


68

Indigenous Enrolments 2008 – 2018

Urban Remote Total

Year Primary Secondary Primary Secondary Primary Secondary

2008 278 369 672 357 950 726

2009 340 347 636 242 976 589

2010 315 361 643 289 958 650

2011 294 358 678 239 972 597

2012 337 382 738 259 1075 641

2013 340 436 720 291 1060 727

2014 338 479 765 327 1103 806

2015 290 501 733 364 1023 865

2016 300 475 733 364 1033 839

2017 261 456 721 397 982 853

2018 242 435 666 267 908 702


69

St John’s Catholic College Boarding Students 2008 - 2018

Year Students

2008 231

2009 178

2010 175

2011 183

2012 177

2013 173

2014 143

2015 120

2016 87

2017 83

2018 74


70

Principals 2008 – 2018

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 Religious Male

2 1 1 1 1 2 2 2 2 2 1

Religious Female

1 - - - - - - - - - -

Lay Male 5 4 4 6 7.5 11 10 5.5 6 8 7 Lay Female 8 10 10 8 8.5 4 5 9.5 9 7 10 Total 16 15 15 15 17 17 17 17 17 17 18

Teacher staffing 2008 – 2018

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 Primary 178 186 183 180 184 187 198 191 188 193 195 Secondary 165 170 179 170 160 196 199 216 220 218 245 Total 343 356 362 350 353 383 397 407 408 411 440 Religious 6 1 1 3 3 3 4 4 4 2 4 Lay 337 355 361 347 350 380 393 403 404 409 436


71

FINANCIAL STATISTICS – 2018 AUSTRALIAN GOVERNMENT GENERAL RECURRENT GRANTS

Statement of income and expenditure For the year ended 31 December 2018

(Figures in $) Income Australian Government Grants 75,968,891 Expenditure Grants to schools 63,233,367 System level support 11,296,001 System administration 1,439,524

AUSTRALIAN GOVERNMENT TARGETED PROGRAMS


(Figures in $) Income Australian Government Grants 7,217,344 Expenditure Grants to schools 6,702,765 System level support 514,579

NORTHERN TERRITORY GOVERNMENT PER CAPITA GRANTS


(Figures in $) Income Northern Territory Government Grants 13,688,198 Expenditure Grants to schools 13,248,549 System administration 439,649

NORTHERN TERRITORY GOVERNMENT OTHER PROGRAMS


(Figures in $) Income Northern Territory Government Grants 3,242,060 Expenditure Grants to schools 1,922,060 Capital grants-Mother Teresa Catholic Primary School

1,077,780

Unexpended grants 242,220


72

Notes

May 2020

Documents

Annual Report 2018 · contents letter of transfer 6 catholic education c ouncil of the northern territo ry 7 catholic education o ffice, diocese of da rwin, northern terri tory 1